Class: Grade 8, General Science Unit: Volcanoes Topic: Effects of Ash Fall
Instructional Objectives:
Investigate how volcanic ash erupts into and settles out of the air.
Determine how the size of airborne materials affects where and how fast they settle.
Draw conclusions about how weather conditions affect the direction and speed at which ash moves.
Identify constructive and destructive effects of ash fall (land formation, human health, weather).
Introduction:
Now that the class has learned the properties of ash, they will apply these properties to decide how they effect ash fall on the environment and human life. I will explain that it is important to understand the effects of ash fall so that we can prepare for what will take place when it happens or we can set precautions ahead of time to avoid specific situations. For example, communities having masks available to local residents after an eruption takes place so that it is easier and safer to breathe.
I will say, “Yesterday we learned the different properties of ash and I told you that ash can be as destructive as lava after a volcanic eruption. Today you will be working in small groups to set up an experiment which will help answer how these different properties of ash could be destructive.”
To capture the students interest in the effects of ash fall, I will begin today's class by showing the students a quick video of what a community looks like after a volcanic eruption with lots of ash. They will see that houses and cars are covered in gray ash and that people are wearing masks over their faces. From here I will tell the students that over the next two class periods they will be investigating how ash falls by creating their own experiments.
On day two I will say, “Now that each of your groups has created a hypothesis and a set of procedures, you will be running your experiments to find your data and results. After you have finished your experiment, each group will discuss their experiment and conclusions with the class.”
Activities & Assignments:
Day One:
15 minutes: Show video below, which illustrates the effects of ash and discuss as a class.
70 minutes: Setting up the inquiry - I will ask students how they might investigate how different sized fragments of volcanic rock erupt into and fall out of the air using the materials listed below. Students will pose a question such as "how does the size of the volcanic material affect the distance it travels from the eruption site?" and put together a list of the needed materials and the steps for the procedure to test their hypothesis.
12 minutes: Review everyone's hypotheses and discuss day 2's procedures.
Day two:
60 minutes: Students conduct their experiments and take down observations and data into their notebooks. Begin completing lab report if finish early.
20 minutes: Review what each group learned from their experiment. How well did their procedures test their hypotheses? What might you do differently if you did it again? Discuss how weather would play a factor in ash movement. Discuss how ash fall can effect humans.
17 minutes: Begin working on their lab reports. Finish for homework.
Materials Needed:
Textbooks
Notebooks
dust masks
safety goggles
tote trays
ash fall paper
meter sticks
plastic bowl
magnetic compass
pieces of tubing
measuring spoon
sand, terrarium soil, cornstarch
Resources for Lesson:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
Unit: Volcanoes
Topic: Effects of Ash Fall
Instructional Objectives:
Introduction:
Now that the class has learned the properties of ash, they will apply these properties to decide how they effect ash fall on the environment and human life. I will explain that it is important to understand the effects of ash fall so that we can prepare for what will take place when it happens or we can set precautions ahead of time to avoid specific situations. For example, communities having masks available to local residents after an eruption takes place so that it is easier and safer to breathe.
I will say, “Yesterday we learned the different properties of ash and I told you that ash can be as destructive as lava after a volcanic eruption. Today you will be working in small groups to set up an experiment which will help answer how these different properties of ash could be destructive.”
To capture the students interest in the effects of ash fall, I will begin today's class by showing the students a quick video of what a community looks like after a volcanic eruption with lots of ash. They will see that houses and cars are covered in gray ash and that people are wearing masks over their faces. From here I will tell the students that over the next two class periods they will be investigating how ash falls by creating their own experiments.
On day two I will say, “Now that each of your groups has created a hypothesis and a set of procedures, you will be running your experiments to find your data and results. After you have finished your experiment, each group will discuss their experiment and conclusions with the class.”
Activities & Assignments:
Day One:
- 15 minutes: Show video below, which illustrates the effects of ash and discuss as a class.
- 70 minutes: Setting up the inquiry - I will ask students how they might investigate how different sized fragments of volcanic rock erupt into and fall out of the air using the materials listed below. Students will pose a question such as "how does the size of the volcanic material affect the distance it travels from the eruption site?" and put together a list of the needed materials and the steps for the procedure to test their hypothesis.
- 12 minutes: Review everyone's hypotheses and discuss day 2's procedures.
Day two:Materials Needed:
Resources for Lesson:
O'Donnell, C. (2000). Science and Technology Concepts for Middle Schools; Catastrophic Events. Burlington, North Carolina: Carolina Biological Supply Company.
**//Volcanic Ash Video//**
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